What's happening in Kindergarten PE?

September 10, 2014

*Unit 1: Following Rules and Directions

PYP Strand:
-Health-related activities

Learning outcomes:
-recognize that acting upon instructions and being aware of others helps to ensure safety

Central Idea:
-Concentration and listening skills are essential in order to ensure safety when participating in physical activities.

Description:
-Students will learn the rules and be given directions for various games during this unit. By the end of the unit they will need to be able to demonstrate that they can follow the rules and directions properly in both familiar and unfamiliar activities.

Assessment (students will be assessed on the following areas):
1. Safety (demonstration by students that they are able to to transfer what they have learned from familiar activities to unfamiliar activities in order to participate safely and correctly)

2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is part of the Kindergarten Unit of Inquiry entitled, "Who we are"







*BELOW IS INFORMATION FROM THE 2013-2014 SCHOOL YEAR



April 28, 2014

Below you can see a video of the Kindergarten class performing the song B-I-N-G-O, part of their Rhythms unit.






April 14, 2014

*Unit 6: Rhythms

PYP Strand:
-Movement to music

Learning outcomes:
-enjoy interacting, playing and engaging with others

Description:
-Students will participate in various activities that will work on their rhythm. They will sing songs in which they need to demonstrate rhythmic patters, use lummi sticks and dance creatively to music.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and improve their rhythmic skills)

2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



April 9, 2014

Below you can view students participating in an activity as part of their non-locomotor skills and body management unit. Students worked with partners and rotated around 4 stations. The stations had the students pulling, bending, pushing and twisting. By working and cooperating with partners they had the chance to develop thier social skills.







March 10, 2014
*Unit 5: Non-locomotor Skills and Body Management

PYP Strand:
-Body control and spatial awareness

Learning outcomes:
-explore and reflect on the changing capabilities of the human body

Description:
-Students will participate in various activities that will work on their non-locomotor skill development and body management. Through participation in this unit they will explore their own bodies and find out what they are capable of doing.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their non-locomotor skills)

2 Safety (demonstration by students that they are able to to participate safely in the activities)

3. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



February 13, 2014

Below you can view a video of the students participating on balance beams and boards:





January 14, 2014

*Unit 4: Balance and Coordination

PYP Strand:
-Body control and spatial awareness

Learning outcome:
-willingly approach and persevere with new situations

Description:
-Students will participate in various activities that will work on developing their balance and coordination. Some of these will include but are not limited to, standing balance, balance beam, balance discs, etc.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their balance and coordination)

2 Safety (demonstration by students that they are able to to participate safely in the activities)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



November 27, 2013

Below you can view 3 videos from the Kindergarten lesson focused on galloping. The videos are put in order of student progressing from walking to full galloping.











November 7, 2013

Below you can see two videos from this past week where the focus has been on jumping. In the first video students are practicing their jumping technique individually with their own hula hoops. In the second video students are working on jumping continuously through hula hoops.







October 16, 2013

*Unit 3: Locomotor Skills

PYP Strand:
-Athletic Activities

Learning outcomes:
-develop a range of fine and gross motor skills

Description:
-Students will participate in various activities that will work on their locomotor skill development. They will be pre-assessed to find out their current level and then evaluated at the end of the unit as a summative assessment to guage their improvement.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their locomotor skills)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



October 8, 2013

Below you can see two videos from the activity called, 'Builders and Bulldozers', which is part of the Rules and Directions unit. Students were split into 2 groups and on the whistle one group (builders) had to pick up any cones that were laying on the side while at the same time the other group (bulldozers) had to knock down any cones not standing up. Emphasis was placed on cooperation and working together with your team rather than counting the cones after each round.








September 26, 2013

Below you can see 2 videos from the activity called, 'Monsters in the Closet', which is part of the Rules and Directions unit. When the music is playing students need to move around the gym while watching out for others. When the music stops they need to find a hula hoop (closet), stand in it and give their best monster face and shout. However, as the game continues hula hoops disappear and students need to cooperate and share hula hoops.







*Unit 2: Cooperation

PYP Strand:
-Adventure Challenge

Learning outcomes:
-students learn to cooperate with peers

Description:
-Students will participate in various games and activities during this unit where they need to work together in partners, small and large groups to complete a task.

Transdisciplinary Unit:
-This unit fits with the Kindergarten's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We are able to build friendships." It is also overlapping with the Following Rules and Directions unit and students will be assessed on Safety and Social Responsibility by participating in unfamiliar activities in which they need to cooperate with their classmates.



September 10, 2013

*Unit 1: Following Rules and Directions

PYP Strand:
-Health-related activities

Learning outcomes:
-recognize that acting upon instructions and being aware of others helps to ensure safety

Central Idea:
-Concentration and listening skills are essential in order to ensure safety when participating in physical activities.

Description:
-Students will learn the rules and be given directions for various games during this unit. By the end of the unit they will need to be able to demonstrate that they can follow the rules and directions properly in both familiar and unfamiliar activities.

Assessment (students will be assessed on the following areas):
1. Safety (demonstration by students that they are able to to transfer what they have learned from familiar activities to unfamiliar activities in order to participate safely and correctly)

2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



September 4, 2013:

*Students will be spending the first weel or two to reveiw (returning students) or get use to (new students) the different rules and routines for PE lessons

*Parents please note that students in Kindergarten will only be changing their shoes and shirt, not shorts or pants. This will allow each PE lesson to be maximized to the fullest. Please do not dress girls in a skirt or dress on days in which they have PE. Thank you for your cooperation.












*BELOW IS INFORMATION FROM THE 2012-2013 SCHOOL YEAR


April 24, 2013

Below you can see a video of the Kindergarten class performing the song B-I-N-G-O, which is part of their Rhythms unit.





April 15, 2013

*Unit 6: Rhythms

PYP Strand:
-Movement to music

Learning outcomes:
-enjoy interacting, playing and engaging with others

Description:
-Students will participate in various activities that will work on their rhythm. They will sing songs in which they need to demonstrate rhythmic patters, use lummi sticks and dance creatively to music.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and improve their rhythmic skills)

2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



April 8, 2013

Below you can see some pictures from the students walking on benches used as balance beams.


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February 26, 2013

*Unit 5: Balance and Coordination

PYP Strand:
-Body control and spatial awareness

Learning outcome:
-willingly approach and persevere with new situations

Description:
-Students will participate in various activities that will work on developing their balance and coordination. Some of these will include but are not limited to, standing balance, balance beam, balance discs, etc.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their balance and coordination)

2 Safety (demonstration by students that they are able to to participate safely in the activities)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



February 7, 2013

Below you can view 2 videos from a recent Kindergarten lesson in which they are performing two kinds of pencil rolls as part of their Non-locomotor Skills and Body Management unit.







January 10, 2013

*Unit 4: Non-locomotor Skills and Body Management

PYP Strand:
-Body control and spatial awareness

Learning outcomes:
-explore and reflect on the changing capabilities of the human body

Description:
-Students will participate in various activities that will work on their non-locomotor skill development and body management. Through participation in this unit they will explore their own bodies and find out what they are capable of doing.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their non-locomotor skills)

2 Safety (demonstration by students that they are able to to participate safely in the activities)

3. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



October 17, 2012

*Unit 3: Locomotor Skills

PYP Strand:
-Athletic Activities

Learning outcomes:
-develop a range of fine and gross motor skills

Description:
-Students will participate in various activities that will work on their locomotor skill development. They will be pre-assessed to find out their current level and then evaluated at the end of the unit as a summative assessment to guage their improvement.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their locomotor skills)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



October 4, 2012

Below you can view 2 videos from the Kindergarten's cooperative activity called, "Monsters in the Closet". In this activity students move around the gym when music is playing. When the music stops they need to jump into a hula hoop (closet) and give a monster face and sound. Every now and then a hula hoop is taken away and students must cooperate and share their hula hoops with each other.







September 26, 2012

Below you can view a video from the Kindergarten's cooperative activity called, "Builders and Bulldozers". In this activity the class was divided into two groups. One group (the builders) had to work together to pick up all the cones that were laying on the ground while the second group (bulldozers) cooperated by knocking down all the cones that were standing up.






September 25, 2012

*Unit 2: Cooperation

PYP Strand:
-Adventure Challenge

Learning outcomes:
-students learn to cooperate with peers

Description:
-Students will participate in various games and activities during this unit where they need to work together in partners, small and large groups to complete a task.

Transdisciplinary Unit:
-This unit fits with the Kindergarten's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We are able to build friendships." It is also overlapping with the Following Rules and Directions unit and students will be assessed on Safety and Social Responsibility by participating in unfamiliar activities in which they need to cooperate with their classmates.



September 11, 2012

*Unit 1: Following Rules and Directions

PYP Strand:

-Health-related activities

Learning outcomes:

-recognize that acting upon instructions and being aware of others helps to ensure safety

Central Idea:

-Concentration and listening skills are essential in order to ensure safety when participating in physical activities.

Description:

-Students will learn the rules and be given directions for various games during this unit. By the end of the unit they will need to be able to demonstrate that they can follow the rules and directions properly in both familiar and unfamiliar activities.

Assessment (students will be assessed on the following areas):

1. Safety (demonstration by students that they are able to to transfer what they have learned from familiar activities to unfamiliar activities in order to participate safely and correctly)
2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



September 3, 2012:

*Students will be spending the first weel or two to reveiw (returning students) or get use to (new students) the different rules and routines for PE lessons

*Parents please note that students in Kindergarten will only be changing their shoes and shirt, not shorts or pants. This will allow each PE lesson to be maximized to the fullest. Please do not dress girls in a skirt or dress on days in which they have PE. Thank you for your cooperation.





*BELOW IS INFORMATION FROM THE 2011-2012 SCHOOL YEAR


April 16

Below you can see a video from the Kindergarten Rhythms Unit. In this video students are performing the song "B-I-N-G-O." As the song progresses and they repeat it they must replace one letter (of the name BINGO) at a time with a clap instead of saying the letter. This allowed them to work on their rhythm as they needed to combine long and short clapping into the same pattern.





April 13

*Unit 6: Rhythms

PYP Strand:
-Movement to music

Learning outcomes:
-enjoy interacting, playing and engaging with others

Description:
-Students will participate in various activities that will work on their rhythm. They will sing songs in which they need to demonstrate rhythmic patters, use lummi sticks and dance creatively to music.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and improve their rhythmic skills)
2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



March 22

Below you can see a couple videos from the Kindergarten's Balance and Coordination unit. They are walking on a couple of benches used as balance beams. The first one is of a straight balance beam and the second one is of a zig-zag balance beam. After performing the balance beam, students then got the opportunity to use some balance boards to help them further develop their balance and coordination skills:








February 29

*Unit 5: Balance and Coordination

PYP Strand:
-Body control and spatial awareness

Learning outcomes:
-willingly approach and persevere with new situations

Description:
-Students will participate in various activities that will work on developing their balance and coordination. Some of these will include but are not limited to, standing balance, balance beam, balance discs, etc.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their balance and coordination)
2 Safety (demonstration by students that they are able to to participate safely in the activities)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



January 18

Below you can view some videos of the students exploring their bodies by performing different animals imitations:

Alligator Crawl:








Kangaroo Jump:










Crab walk:









January 12

*Unit 4: Non-locomotor Skills and Body Management

PYP Strand:
-Body control and spatial awareness

Learning outcomes:
-explore and reflect on the changing capabilities of the human body

Description:
-Students will participate in various activities that will work on their non-locomotor skill development and body management. Through participation in this unit they will explore their own bodies and find out what they are capable of doing.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their non-locomotor skills)
2 Safety (demonstration by students that they are able to to participate safely in the activities)
3. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



October 24

*Unit 3: Locomotor Skills

PYP Strand:
-Athletic Activities

Learning outcomes:
-develop a range of fine and gross motor skills

Description:
-Students will participate in various activities that will work on their locomotor skill development. They will be pre-assessed to find out their current level and then evaluated at the end of the unit as a summative assessment to guage their improvement.

Assessment (students will be assessed on the following areas):
1. Movement Skills (through the different activities in which students will practice and develop their locomotor skills)

Stand alone unit:
-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom



October 7

Below you can see a video of the Kindergarten's cooperative activity entitled "Monsters in the Closet". In this activity students started out inside one hula hoop. When the music played they had to move around the gym. When the music stopped they had to jump into one of the hula hoops (the closet) and show their best monster face. Every now and then a hula hoop was taken away and students had to share hula hoops when the music stopped. They were encouraged to invite classmates into their hula hoops if someone was walking around and having trouble finding one to go into.





October 4

Below you can see a video of the Kindergarten's cooperative activity entitled "Builders and Bulldozers". In this activity students were put into 2 equal groups. One group (the builders) had to work together to pick up any cone that is down on it's side while the second group (the bulldozers) needed to cooperate and knock down any cone standing up.





October 3

*Unit 2: Cooperation

PYP Strand:
-Adventure Challenge

Learning outcomes:
-students learn to cooperate with peers

Description:
-Students will participate in various games and activities during this unit where they need to work together in partners, small and large groups to complete a task.

Transdisciplinary Unit:
-This unit fits with the Kindergarten's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We are able to build friendships."


September 21

Below you can see a couple of short videos from last Friday's Kindergarten explore day with Hula Hoops:







September 14

*Unit 1: Following Rules and Directions

PYP Strand:

-Health-related activities

Learning outcomes:

-recognize that acting upon instructions and being aware of others helps to ensure safety

Central Idea:

-Concentration and listening skills are essential in order to ensure safety when participating in physical activities.

Description:

-Students will learn the rules and be given directions for various games during this unit. By the end of the unit they will need to be able to demonstrate that they can follow the rules and directions properly in both familiar and unfamiliar activities.

Assessment (students will be assessed on the following areas):

1. Safety (demonstration by students that they are able to to transfer what they have learned from familiar activities to unfamiliar activities in order to participate safely and correctly)
2. Social Responsibility (demonstration by students that they are able to interact with their classmates in an appropriate manner)


Stand alone unit:

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom


September 9:

*Students participated in their first "Explore Friday" time today. Each Friday every student will get a piece or pieces of equipment and spend the period exploring with the equipment. Music will also be played during this time, something that all of the students seemed to enjoy as they explored with hula-hoops. The idea behind "Explore Friday" is to let the students be creative and see what ideas they can come up with.


August 31:

*Students will be spending the first couple of weeks to get use to the different rules and routines for PE lessons

*Parents please note that this year students in Kindergarten will only be changing their shoes and shirt, not shorts or pants. This will allow each PE lesson to be maximized to the fullest. Please do not dress girls in a skirt or dress on days in which they have PE. Thank you for your cooperation.